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1.
当代大学生宗教信仰问题解析 总被引：9，自引：0，他引：9
左鹏 《思想理论教育(上半月综合版)》2006,(17)
在国际国内“宗教升温”的背景下,宗教信仰在大学生中的影响和扩展,已经成为不容回避的事实。由于大学生宗教徒特殊的成长经历,其宗教观念、宗教行为、宗教组织等与其他信教群众明显不同。学校和有关部门应注意到这种情况,牢牢把握住党的宗教政策和社会主义大学的育人目标,在开展马克思主义宗教观教育的同时,依法加强对大学生宗教事务的管理,积极引导大学生的宗教信仰与社会主义社会相适应。 相似文献
2.
当代大学生宗教信仰问题解析 总被引：5，自引：0，他引：5
左鹏 《思想理论教育(上半月综合版)》2006,(9):40-43
在国际国内"宗教升温"的背景下,宗教信仰在大学生中的影响和扩展,已经成为不容回避的事实.由于大学生宗教徒特殊的成长经历,其宗教观念、宗教行为、宗教组织等与其他信教群众明显不同.学校和有关部门应注意到这种情况,牢牢把握住党的宗教政策和社会主义大学的育人目标,在开展马克思主义宗教观教育的同时,依法加强对大学生宗教事务的管理,积极引导大学生的宗教信仰与社会主义社会相适应. 相似文献
3.
在杭大学生宗教信仰问题调查与思考 总被引：1，自引：0，他引：1
大学生的宗教信仰问题应当重视。大学生信教的原因有:家庭因素、社会因素、心理因素、宗教文化独特魅力的吸引和信教人士及宗教活动的影响与吸引。当前,要加强引导,注重培养大学生的科学精神,增强高校思想政治教育的实效性,开设有关宗教基本知识的课程,加强心理健康教育和建立健全管理制度以团结尊重信教学生。 相似文献
4.
宗教信仰自由与和谐社会的构建 总被引：1，自引：0，他引：1
李桂树 《呼伦贝尔学院学报》2007,15(2):39-41
宗教信仰自由是党和政府对待我国宗教事业的一贯立场,由于它最大限度地维护了广大信教和不信教群众的根本利益,较好地协调了各方面的关系,并且成为维护社会稳定的重要因素之一,因而必将推动当今我国社会主义和谐社会的构建。 相似文献
5.
大学生宗教信仰与高校思想政治教育工作 总被引：4，自引：0，他引：4
张晶晶 《湘潭师范学院学报(社会科学版)》2008,30(4):110-111
当前,在全球化、信息化的新形势下,宗教问题成为高校思想政治工作者值得注意的动向。本文从大学生宗教信仰及对宗教认识的现状;部分大学生接触或者信仰宗教的原因;大学生信教与思想政治教育工作的对策等三个方面,揭示大学生信教与高校思想政治工作的内在的联系。 相似文献
6.
顾家山 《思想政治教育研究》2011,27(1):85-87
为了解当代大学生宗教信仰的现状,通过自编问卷对安徽某大学1600名大一新生进行调查研究。结果发现宗教信仰在民族、生源地以及学院间有显著性差异。部分大学生不能全面认识宗教的本质和功能。当代大学生宗教信仰的特点是：信教比例呈上升趋势;信仰佛教和基督教居多;宗教徒不多;信教途径多样化,以家庭影响为主。 相似文献
7.
宗教信仰自由政策,是我们党根据马克思列宁主义理论,结合我国宗教问题的实际,所制定的真正符合人民利益的唯一正确的宗教政策。宗教信仰自由有三个方面的基本内容：信教的和不信教的以及信仰不同宗教的,各有其选择的自由;宗教活动要在宪法和法律、政策的范围内进行;各种宗教实行独立自主自办教会的方针,一切宗教团体和宗教事务不受外国势力支配。在我国,少数民族享有充分的宗教信仰自由。 相似文献
8.
心理需要是多数民众信仰宗教的主要原因之一,宗教信仰可以满足信教民众的强烈好奇心、功利心、获得归属和爱的需要、获得安全感、实现自我价值的心理需要。正确地引导信教民众的宗教信仰,从加强马克思主义宗教观的宣传和引导,重视信教民众的价值观教育,积极地推进社区文化活动建设,重视信教民众的人文关怀和心理疏导,鼓励信教民众参与社会公益活动等方面入手。 相似文献
9.
在思想文化领域多元、多变、多样的当代中国社会发展进程中,宗教信仰已成为社会上的热点问题,受到很多的关注.其中在大学生这个特殊群体中,易于接受新事物的大学生信仰宗教的也日益增多．就大学生应不应该信教,如何引导大学生信教等问题,本人分别从大学生的宗教信仰现状、宗教认识、宗教信仰的特点三个方面,思考在高校教育中如何运用思想政治教育引导大学生更加理性地认识宗教、信仰宗教． 相似文献
10.
蔡田 《辽宁师专学报(社会科学版)》2004,(6):122-123
宗教信仰自由是我国公民的基本权利之一，它包括信教自由、择教自由、举行宗教仪式自由、宗教出版自由、宗教集会自由、宗教结社自由、传教自由、宗教捐赠自由和接受宗教资助自由以及宗教营销自由等九个方面内容。公民必须按照有关法律法规的规定，正确地行使宗教信仰自由权。 相似文献
11.
简析科学家的宗教情结--兼论科学与信仰的关系 总被引：2，自引：0，他引：2
尚九玉 《北京师范大学学报(社会科学版)》2006,(2):114-120
科学家的宗教情结是指科学家信仰宗教或者具有宗教情怀。在科学史上,大多数西方科学家都具有宗教情结。科学家的宗教情结主要表现为科学家信仰宗教和宗教精神及宗教情怀支配着科学家的人生。产生原因是多方面的,其中最根本的原因是人类精神生活的需要与宗教精神的契合,科学和宗教之间的某种一致性,科学自身的局限性和负面影响等。科学家宗教情结的本质是人类的形而上追求或者说终极关怀,反映了科学精神与人文精神之间的互补性。科学家的宗教情结对于科学家的人生和科学活动具有不可忽视的影响和作用。 相似文献
12.
Eliane Brígida Morais Falcão 《International Journal of Science Education》2013,35(9):1249-1264
The assumption that scientific knowledge would bring an end to religious belief has challenged many scholars, particularly since such a belief persists even among those devoted to scientific activities. In this paper the occurrence and nature of religious belief in groups of life scientists working in the UK and Brazil is discussed in the context of their degree of training. Data obtained through one‐to‐one interviews went beyond mere yes/no answers to questions on belonging to a religion or believing in God. Categories were created to assess how open these scientists were with regard to the possibility of the supernatural. The results suggest that scientific training affected their religious belief and reduced the number of believers. Nevertheless there were scientists in both groups whose beliefs persisted. 相似文献
13.
王多吉 《淮阴师范学院学报(哲学社会科学版)》2004,26(6):718-721
近代自然科学首先在西方宗教背景中发展,许多有伟大成就的西方科学家普遍具有极其浓烈的宗教情结,浸透着一种宗教精神。在他们看来,科学和宗教之间存在着牢固的相互关系和依存性。但是,宗教和科学毕竟是两种信仰体系,两者之间会存在一定的张力。这种张力对文明的发展是有好处的,不能简单地判断谁对谁错。 相似文献
14.
近年来＂科学与宗教关系＂问题成为人们关注的一个焦点,有一种倾向认为：科学与宗教没有本质区别,科学与宗教可以互补和融合,甚至提出宗教可以指导科学的发展。其啧啧称道的案例之一是,笃信上帝的开普勒做出了重大科学发现。本文着重分析了开普勒的自然哲学思想,从而说明他心目中的＂上帝＂只是＂理性＂的代名词,开普勒取得的科学成就完全是理性活动（包括科学观察）所结出的硕果,是＂摆脱宗教＂的成果,而不是靠什么万能上帝的推动。 相似文献
15.
祥林嫂的人生困境与鲁迅的现代性焦虑——以《祝福》为中心 总被引：1，自引：0，他引：1
方维保 《海南师范大学学报(社会科学版)》2009,22(4):32-36
科学精神是“五·四”新文化运动中兴起的主流意识形态。鲁迅虽也崇尚科学,但深切的世俗关怀使他没有把科学推向极端,而是以辨证的眼光审视它在社会生活中的作用。科学精神与人道情怀在鲁迅观照社会人生的主体行为中共同发挥着作用。但面对着祥林嫂的困境,鲁迅也陷入了现代性的焦虑。而且由于作家在具体语境中加入了对科学与宗教的关系和对宗教的“道德力”的思考而愈加复杂。 相似文献
16.
John Hedley Brooke 《Science & Education》2010,19(4-5):391-405
Much has been written on the subject of Darwinism and religion, but rather less on the development of Darwin’s own thinking on religious matters and how it changed over time. What were his religious, or anti-religious, beliefs? Did he believe that his theory of evolution by natural selection was incompatible with belief in a Creator? Was it his revolutionary science that turned him into an agnostic? If not, what other considerations affected his judgment? The aim of this paper is to illuminate these questions and, in so doing, to correct some popular caricatures that frequently appear when the two words ‘science’ and ‘religion’ are juxtaposed. Darwin himself reflected deeply on the theological problem of suffering and justified his naturalism on the ground that it made the deity less directly responsible for the more repulsive features of creation. The deism that he espoused at the time of writing his Origin of Species also left its mark in his conviction that it would be demeaning to the deity to suggest that its purposes could not be achieved through natural causes. The diversity of the religious responses also corrects a common misperception that there was almost unanimous hostility from religious interests. 相似文献
17.
Stuart Glennan 《Science & Education》2009,18(6-7):797-812
Arguments about the relationship between science and religion often proceed by identifying a set of essential characteristics of scientific and religious worldviews and arguing on the basis of these characteristics for claims about a relationship of conflict or compatibility between them. Such a strategy is doomed to failure because science, to some extent, and religion, to a much larger extent, are cultural phenomena that are too diverse in their expressions to be characterized in terms of a unified worldview. In this paper I follow a different strategy. Having offered a loose characterization of the nature of science, I pose five questions about specific areas where religious and scientific worldviews may conflict—questions about the nature of faith, the belief in a God or Gods, the authority of sacred texts, the relationship between scientific and religious conceptions of the mind/soul, and the relationship between scientific and religious understandings of moral behavior. My review of these questions will show that they cannot be answered unequivocally because there is no agreement amongst religious believers as to the meaning of important religious concepts. Thus, whether scientific and religious worldviews conflict depends essentially upon whose science and whose religion one is considering. In closing, I consider the implications of this conundrum for science education. 相似文献
18.
The conflict between science and religion: a discussion on the possibilities for settlement 总被引：1，自引：0，他引：1
In his article Skepticism, truth as coherence, and construtivist epistemology: grounds for resolving the discord between science and religion?, John Staver identifies what he considers to be the source of the conflicts between science and religion: the establishment of the relationship between truth and knowledge, from the perspective of those who see a correspondence between reality and knowledge, assumed in the realm of both contending fields. In the present work, although agreeing with the general principles of constructivism, I discuss Staver’s option of viewing truth as coherence and his proposal of renouncing the objective of knowing reality from both fields’ perspective. Three aspects of Staver’s article are commented and discussed here: the one referring to views of reality or of nature as shared by scientists; the one concerning the different forms of religious beliefs among scientists; and the one accounting for the impossibility, from the standpoint of constructivism, of determining limits to the objectives of science and religion. Also emphasized in this discussion is the importance of combining theoretical and methodological approaches in tune with the complexity of the theme under discussion, accounting for the need to preserve the freedom of thinking and of doing research. 相似文献
19.
A sample of 187 female students, attending a sixth‐form study day on religious studies, completed a questionnaire containing four scales concerned with assessing: attitude towards theistic religion, attitude towards science, scientism and creationism. The data demonstrated a negative correlation between attitude towards religion and attitude towards science. However, this negative correlation was transformed into a positive correlation after taking into account individual differences in the students’ views about scientism and creationism. The implications of this finding are discussed in the context of the increasing support within society for the teaching of alternatives to evolution within the science curriculum. The authors argue both that it is important to challenge scientism by developing a better understanding of the role and limits of scientific methods, and that religious belief about creation should be recognised as essentially a claim about the ontological dependence of nature rather than about the details of its origins and development. 相似文献
20.
The present article presents a rubric we developed for assessing the quality of scientific explanations by science graduate students. The rubric was developed from a qualitative analysis of science graduate students’ abilities to explain their own research to an audience of non‐scientists. Our intention is that use of the rubric to characterise explanations of science by scientists, some of whom become professors, would lead to better teaching of science at the university level. This would, in turn, improve retention of qualified and diverse scientists, some of whom may elect to become science teachers. Our rubric is useful as an instrument to help evaluate scientific explanations because it distinguishes between the content knowledge and pedagogical knowledge of scientists, as well as a scientist’s ability to integrate the two in the service of a clear and coherent explanation of his or her research. It is also generally useful in evaluating, or self‐evaluating, science explanations by science professors and researchers, graduate students preparing to be scientists, science teachers and pre‐service teachers, as well as students who are explaining science as part of learning. 相似文献